Genetic engineering, nanotechnology, astrophysics, particle physics: We live in an engineered world, one where the distinctions between science and engineering, technology and research, are fast disappearing. This book shows how, at the dawn of the twenty-first century, the goals of natural scientists—to discover what was not known—and that of engineers—to create what did not exist—are undergoing an unprecedented convergence.

Sunny Y. Auyang ranges widely in demonstrating that engineering today is not only a collaborator with science but its equal. In concise accounts of the emergence of industrial laboratories and chemical and electrical engineering, and in whirlwind histories of the machine tools and automobile industries and the rise of nuclear energy and information technology, her book presents a broad picture of modern engineering: its history, structure, technological achievements, and social responsibilities; its relation to natural science, business administration, and public policies. Auyang uses case studies such as the development of the F-117A Nighthawk and Boeing 777 aircraft, as well as the experiences of engineer-scientists such as Oliver Heaviside, engineer-entrepreneurs such as Henry Ford and Bill Gates, and engineer-managers such as Alfred Sloan and Jack Welch to give readers a clear sense of engineering’s essential role in the future of scientific research.

Americans have access to some of the best science education in the world, but too often black students are excluded from these opportunities. This essential book by leading voices in the field of education reform offers an inspiring vision of how America’s universities can guide a new generation of African Americans to success in science.

Educators, research scientists, and college administrators have all called for a new commitment to diversity in the sciences, but most universities struggle to truly support black students in these fields. Historically black colleges and universities (HBCUs) are different, though. Marybeth Gasman, widely celebrated as an education-reform visionary, and Thai-Huy Nguyen show that many HBCUs have proven adept at helping their students achieve in the sciences. There is a lot we can learn from these exemplary schools.

Gasman and Nguyen explore ten innovative schools that have increased the number of black students studying science and improved those students’ performance. Educators on these campuses have a keen sense of their students’ backgrounds and circumstances, familiarity that helps their science departments avoid the high rates of attrition that plague departments elsewhere. The most effective science programs at HBCUs emphasize teaching when considering whom to hire and promote, encourage students to collaborate rather than compete, and offer more opportunities for black students to find role models among both professors and peers.

Making Black Scientists reveals the secrets to these institutions’ striking successes and shows how other colleges and universities can follow their lead. The result is a bold new agenda for institutions that want to better serve African American students.

Despite the educational and professional advances made by minorities in recent decades, African Americans remain woefully underrepresented in the fields of science, technology, mathematics, and engineering. Even at its peak, in 2000, African American representation in engineering careers reached only 5.7 percent, while blacks made up 15 percent of the U.S. population. Some forty-five years after the Civil Rights Act sought to eliminate racial differences in education and employment, what do we make of an occupational pattern that perpetually follows the lines of race?

Race, Rigor, and Selectivity in U.S. Engineering pursues this question and its ramifications through historical case studies. Focusing on engineering programs in three settings—in Maryland, Illinois, and Texas, from the 1940s through the 1990s—Amy E. Slaton examines efforts to expand black opportunities in engineering as well as obstacles to those reforms. Her study reveals aspects of admissions criteria and curricular emphases that work against proportionate black involvement in many engineering programs. Slaton exposes the negative impact of conservative ideologies in engineering, and of specific institutional processes—ideas and practices that are as limiting for the field of engineering as they are for the goal of greater racial parity in the profession.

In 1911, Joseph Bailie, a professor at Nanjing University, often took his Chinese students to tour Nanjing's shantytowns. One student, the son of a district magistrate, followed Bailie from hut to hut one rainy day, and was grateful that Bailie opened his eyes to the poverty in his own city.

However, twenty years later, when M. R. Schafer, another Nanjing University professor, showed his students a film that included his own photographs of the poor quarters of Nanjing, his students were so upset that they demanded his expulsion from China.

Zwia Lipkin explores the reasons for these starkly different reactions. Nanjing in the 1910s was a quiet city compared to 1930s Nanjing, which was by that time the national capital. Nanjing had become a symbol of national authority, aiming not only to become a model of modernization for the rest of China, but also to surpass Paris, London, and Washington. Underlying all of Nanjing's policies was a concern for the capital's image and looks—offensive people were allowed to exist as long as they remained invisible.

Lipkin exposes both the process of social engineering and the ways in which the suppressed reacted to their abuse. Like Professor Schafer's movie, this book puts the poor at the center of the picture, defying efforts to make them invisible.